i-Ready Classroom Mathematics (c)2024 Kindergarten Grades K-8
Core Code Alignment
Mathematics
Elementary Mathematics
07018800006: Mathematics Grade 5
Elementary Mathematics
07018800006: Mathematics Grade 5
Recommendation
Recommended Primary
Evaluation
The i-Ready Classroom Mathematics program demonstrates exceptional alignment with Utah Core Standards and exceeds state expectations in rigor, coherence, and accessibility. Lessons integrate conceptual understanding, fluency, and application within a research-based framework that supports all learners. The design reflects thoughtful differentiation, continuous assessment, and inclusive representation without bias or commercial influence. Based on the evidence reviewed, the program is highly recommended for adoption and use in grades K–6.
Educators Using These Materials
No educators found.
Material Categories
Comprehensive
Rubric : Mathematics 2025
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | Does Not Violate Law | NA | NA | May Violate Law | ||
| The materials are completely free from sensitive, explicit, or inappropriate content and fully comply with 53G-10-103 and R277-628. All imagery and examples are academic, age-appropriate, and strictly focused on mathematical learning. Lessons use neutral visuals such as geometric figures, classroom tools, and everyday contexts suitable for elementary and middle school learners. No component of the printed or digital resources violates state standards for content appropriateness. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| The curriculum demonstrates full adherence to state nondiscrimination laws, including 53G-2-103 and 67-27-107. Students of all backgrounds are represented equitably in visuals and problem contexts, without stereotype or bias. Lessons emphasize collaboration, reasoning, and respect for multiple perspectives. The language and design promote inclusion and equal access for all learners across grades K–6. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| Instructional content remains academic and objective, free from religious or political influence. Students engage in mathematical reasoning, discourse, and exploration without ideological direction. Activities encourage open inquiry, logical argument, and respect for differing ideas. The program upholds Utah’s expectation of neutrality in all public-school instructional materials. | ||||||
| Free from advertising, e-commerce, or political interest | Contains none of the listed items. | NA | NA | Contains one or more of the listed items. | ||
| The materials contain no advertisements, endorsements, or commercial solicitations. All digital links and references lead exclusively to instructional content or support materials. The design and tone remain neutral and focused on educational outcomes. No political or advocacy-based material is present within teacher or student resources. | ||||||
Focus and Coherence (Non-Negotiable)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Non-negotiable materials must focus coherently on the Major Work of the grade in a way that is consistent with the progressions in the standards. 1- Student and teachers using the materials as designed devote the majority of time to the Major Work of the grade. 2- Supporting Work enhances focus and coherence simultaneously by also engaging students in the Major Work of the grade. 3- Materials follow the grade-by-grade progressions in the Standards. Content from previous or future grades does not unduly interfere. 4- Lessons that only include mathematics from previous grades are clearly identified. Materials that do not meet the non-negotiable requirements for Focus and Coherence will not be recommended as primary resources. Please continue with the review to determine if the materials may be recommended for supplemental use. | Meets all non-negotiable requirements | NA | NA | Does not meet the non-negotiable requirements. *see narrative for determination of which requirement(s) was not met | ||
Rigor and Balance
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| The materials support the development of students’ conceptual understanding of key mathematical concepts, especially where called for in specific standards or cluster headings. | Meets | Partially meets | N/A | Does not meet | ||
| Students develop deep understanding through the Try–Discuss–Connect framework that encourages exploration, reasoning, and communication. Tasks begin with hands-on engagement, followed by guided reflection and synthesis. Teachers use questioning strategies and visual models to help students articulate connections between ideas. This design supports authentic sense-making across all mathematical domains. | ||||||
| The materials are designed so that students attain the fluencies and procedural skills required by the Standards. | Meets | Partially meets | N/A | Does not meet | ||
| Structured practice and fluency routines ensure students achieve accuracy and efficiency without rote memorization. Activities such as fluency games and interactive practice reinforce automaticity in key skills. Teachers can assign targeted digital practice through the platform’s interactive modules to strengthen procedural understanding . The consistent cycle of practice and reflection allows fluency to develop naturally through meaningful repetition. | ||||||
| The materials are designed so that teachers and students spend sufficient time working with applications, without losing focus on the Major Work of each grade. (Are there single and multi-step contextual problems that develop the mathematics of the grade, afford opportunities for practice, and engage students in problem solving?) | Meets | Partially meets | N/A | Does not meet | ||
| Students apply mathematical knowledge through rich, real-world problems and multi-step contextual tasks. Each unit includes opportunities for modeling, estimation, and problem solving using everyday scenarios. Teachers are guided to connect new learning to familiar experiences, promoting relevance and engagement. Application tasks remain fully aligned with grade-level standards while fostering creativity and persistence. | ||||||
Standards for Mathematical Practice
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Materials address the practice standards in such a way as to enrich the Major Work of the grade; practice standards strengthen the focus on Major Work instead of detracting from it, in both teacher and student materials. | Meets | Partially meets | N/A | Does not meet | ||
| The eight Mathematical Practice Standards are woven into every lesson and reflected in both teacher and student materials. Students regularly reason abstractly, construct arguments, and model with mathematics. Discussion prompts and reflection questions ensure that these practices strengthen the major work of the grade. The consistent emphasis on discourse helps students internalize habits of precision, reasoning, and perseverance. | ||||||
| Tasks and assessments of student learning are designed to provide evidence of students’ proficiency in the Standards of Mathematical Practice. | Meets | Partially meets | N/A | Does not meet | ||
| Formative and summative assessments capture evidence of how students use mathematical practices in context. Teachers observe reasoning through exit tickets, discussion rubrics, and comprehension checks. Reports such as “Comprehension Check Results” and “Prerequisite Reports” provide data on conceptual reasoning and problem-solving behaviors . This system ensures that mathematical practices are both taught and measured effectively. | ||||||
| Materials support the Standards’ emphasis on mathematical reasoning. | Meets | Partially meets | N/A | Does not meet | ||
| The curriculum prioritizes explanation, justification, and reflection as integral parts of each lesson. Students discuss multiple solution paths and evaluate the efficiency of strategies. Teachers receive prompts for supporting argumentation and modeling abstract reasoning with visual tools. This consistent structure builds confidence in logical thought and communication across grade levels. | ||||||
Access to the Standards for All Students
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Support for English Language learners and other special populations is thoughtful (evidence-based) and helps those students meet the same Standards (and rigor) as all other students. The language in which problems are posed is carefully considered. | Meets | Partially meets | N/A | Does not meet | ||
| The materials include extensive supports for multilingual learners and students with diverse abilities. Structured language routines, visual supports, and scaffolded vocabulary help students engage in grade-level mathematics iRCM05_CC_TG_FM_Differentiation… . Universal Design for Learning principles are embedded throughout lessons to meet varied needs. The resources affirm that all students can meet the same rigorous standards with equitable support. | ||||||
| Materials provide scaffolding, differentiation, intervention, and support for a broad range of learners with gradual removal of supports, when needed, to allow students to demonstrated their mathematical understanding independently. | Meets | Partially meets | N/A | Does not meet | ||
| Teachers receive a wealth of differentiation tools, including “Tools for Instruction,” small-group activities, and enrichment options. Data from assessments guide personalized instruction before, during, and after lessons. Supports are gradually reduced as students demonstrate independence and confidence. This structure ensures a smooth progression toward autonomous mathematical understanding. | ||||||
| Design of lessons incorporates strategies such as using multiple representations, deconstructing/reconstructing the language of problems, providing suggestions for addressing common student difficulties, etc. to ensure grade-level progress for all learners. | Meets | Partially meets | N/A | Does not meet | ||
| Lessons employ concrete, pictorial, and abstract representations to deepen understanding for all learners. Students work with manipulatives, drawings, symbols, and digital tools to represent mathematical ideas. Teachers are encouraged to link student language to academic terminology and address common misconceptions. The program consistently models multiple pathways for problem solving and communication. | ||||||
| Ethnic Studies- (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages. | This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications. | The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1). | ||
| The program presents a balanced, respectful representation of diverse cultures, abilities, and experiences without ideological commentary. Story contexts occasionally reflect a variety of family structures, names, and cultural settings appropriate to mathematics learning. The materials maintain neutrality while acknowledging real-world diversity. Broader ethnic or historical integration is minimal but appropriate for a mathematics context. | ||||||
| Shared Values and Character Traits | The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits. | The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution. | The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204) | ||
| The curriculum fosters cooperation, perseverance, and respect through partner tasks and group discussions. Students learn to communicate constructively, appreciate different strategies, and support classmates’ learning. Character development is embedded naturally through problem solving and classroom routines. While civic education is not explicit, the lessons promote positive habits of mind and shared community values. | ||||||
Assessment
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Multiple measurements of individual student progress occur at regular intervals ensuring success of all students. | Meets | Partially meets | N/A | Does not meet | ||
| Student progress is assessed continuously through a combination of digital and print tools. Teachers monitor growth using diagnostic reports, comprehension checks, and unit assessments. Regular data cycles allow for quick adjustments to instruction and targeted support. This multi-measure system ensures that every student’s development is documented and supported effectively. | ||||||
| Assessments measure what students understand and can do through well designed mathematical tasks and applications. | Meets | Partially meets | N/A | Does not meet | ||
| Assessments are well-constructed, aligned to Utah Core Standards, and varied in format. Digital comprehension checks include multiple-choice, open-response, and drag-and-drop items to measure true understanding iready-classroom-mathematics-Na… . Tasks emphasize reasoning, modeling, and application rather than simple recall. The overall design provides meaningful feedback to guide both students and teachers toward mastery. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807